Transition to formal schooling: Do transition practices matter for academic performance?☆

By Annarilla Ahtola, G. Šilinskas, Pirjo-liisa Poikonen, Marita Kontoniemi, P. Niemi, Jari Nurmi. 2011

187 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1bba1e4e38455622afb7453f78fc3ebc7194e492

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Anna-Maija Poikkeus
2. Jari Nurmi
3. George K. Georgiou
4. Marja‐Kristiina Lerkkanen
5. Minna Torppa
6. P. Niemi

In Education

1. Jari Nurmi
2. George K. Georgiou
3. Anna-Maija Poikkeus
4. Marja‐Kristiina Lerkkanen
5. P. Niemi
6. Minna Torppa
7. G. Šilinskas
8. Eve Kikas

Citations in the corpus

• Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3 (2016, result): “It is noteworthy that the ICCs for these skills are almost equal to those in other studies conducted in Finland, both Simple View of Reading in Finnish 191 in this sample (e.g., Ahtola et al., 2011) and in others (e.g., Torppa, Tolvanen, et al., 2007).”
• Exploring patterns of Latino/a children's school readiness at kindergarten entry and their relations with Grade 2 achievement (2013, unknown): “For example, Ahtola et al. (2011) found that preschool and kindergarten teachers’ communication and sharing of child information and curricular expectations prior to kindergarten entry predicted later academic skills.”